A comparison of mentor and coach approaches across disciplines

A comparison of mentor and coach approaches across disciplines Confusion surrounds the role of the mentor and coach, given the broad and sometimes conflicting definitions attributed to mentoring and coaching. This prohibits practitioners communicating clearly about their role and whether it is suitable to the needs of the client. Furthermore, it presents difficulties with purchasers or potential clients understanding what they might get out of being mentored or coached. This study examined the shared and distinctive approaches of mentors and coaches, by exploring the work of practitioners within six disciplines: mentors of young people, mentors of leaders, mentors of newly qualified teachers, executive coaches, coaching psychologists and sports coaches. A review of the literature was carried out in relation to these six areas which suggested that shared practitioner approaches were evident, particularly where client needs were similar. The literature also intimated some differences in approach when the specific discipline was taken into account. However, no research was found which asked mentors and coaches to identify any unique aspects of their role that might set them apart from other types of practitioners. A qualitative study using comparative case studies explored the approaches of practitioners from each of the six identified disciplines to address this gap. Findings suggest that mentor or coach approaches might be viewed as discipline-specific where practitioners want to specialise in a particular type of mentoring or coaching which requires specific knowledge and/or skills. However, for the field of mentoring and coaching to further develop, mentors and coaches could expand their capacity and scope of work by adopting interdisciplinary approaches and reapplying their skills across a range of disciplines, where appropriate. This would also encourage the sharing of good practice across the mentoring and coaching disciplines. Further research is needed which takes into consideration the approaches and needs in other disciplines not featured in this study